CRITICAL INQUIRY PART ONE CHAPTER 1 OBJECTIVES Students

CRITICAL INQUIRY PART ONE

CHAPTER 1 OBJECTIVES • Students will learn to: • • Define critical thinking Distinguish objective claims from subjective claims Understand subjectivism as it relates to moral claims Identify issues Define and identify premises and conclusions Recognize an argument Define and identify twelve common cognitive biases Understand the terms truth and knowledge as used in this book

CHAPTER 1 • What is Critical Thinking • Short Version • Long Version • Advantages of Critical Thinking • Beliefs & Claims • Objectives of Critical Thinking • Method of Critical Thinking • Belief

CHAPTER 1 • Objective Claims & Subjective Claims • • • Objective Subjective Thinking about thinking Fact & Opinion Moral Subjectivism • Issues • Identifying Issues

CHAPTER 1 • Arguments • Defined • Premise • Conclusion • Examples • Assessing Arguments • Are the premises true or not? • Do the premises logically support the conclusion? • Definition • Three points about arguments

CHAPTER 1 • Cognitive Biases • • • Bias Belief Bias Availability Heuristic False Consensus Effect Bandwagon Effect Negativity Bias Loss Aversion In Group Bias & Fundamental Attribution Error Obedience to Authority Overconfidence Effect Better-than-average Illusion Rational Choice

CHAPTER 1 • Truth & Knowledge • Truth • Knowledge • What Critical Thinking Can & Can’t Do • Critical Thinking

CHAPTER 1 RECAP • 1. Claim: when a belief is asserted in a declarative sentence, the result is a claim or statement. • 2. Objective claim vs. subjective claim: An objective claim is true or false regardless of whether people think it is true or false. Claims that lack this property are subjective. • 3. “Fact vs. opinion”: People sometimes refer to true objective claims as “facts” and use “opinion” to designate any claim that is subjective. • 4. “Factual Claim”: An objective claim. Saying a claim is “factual” is not the same as saying it is true. A factual claim is simply a claim whose truth does not depend on our thinking it is true. • 5. Moral Subjectivism: The idea that all judgments and claims that ascribe a moral property are subjective. • 6. Issue: A question. • 7. Argument: A two part structure of claims consisting of reasons/evidence (premise(s)) given in support of a claim (the conclusion). • 8. “Argument”: People sometimes use this word to refer to an argument’s premise. • 9. Arguments and Issues: The conclusion of an argument states a position on the issue under consideration.

CHAPTER 1 RECAP • 10. Cognitive Bias: a feature of human psychology that skews belief formation. • • • a. Belief Bias: evaluating reasoning by how believable its conclusion is. b. Availability heuristic: Assigning a probability to an event based on how easily or frequently it is thought of. c. False consensus effect: assuming our opinions and those held by people around us are shared by society at large. d. Bandwagon effect: the tendency to align our beliefs with those of other people. e. Negativity bias: attaching more weight to negative information than to positive information. f. Loss aversion: being more strongly motivated to avoid loss than to accrue gain. g. In-group bias: a set of cognitive biases that makes us view people who belong to our group differently from people who don’t. h. Fundamental attribution error: Understanding the behavior of others differently from how we understand our own behavior or that of other people in our group. i. Obedience to authority: A tendency to comply with instructions from an authority. j. Overconfidence effect: A cognitive bias that leads us to overestimate what percentage of our answers on a subject are correct. k. Better-than-average illusion: a self-deception cognitive bias that leads us to overestimate our own abilities relative to those of others. • 11. truth: A claim is true if it is free from error. • 12. Knowledge: knowing X involves believing X, having an argument beyond reasonable doubt for X and having no reason to think one is mistaken about X.

CHAPTER 3 OBJECTIVES • Students will learn to: • Determine acceptable and unacceptable degrees of vagueness in language • Understand identify types of ambiguity • Identify the problems generality causes in language • Use definitions to increase precision and clarity and to influence attitudes • Understand the types of definitions • Acquire skills for writing an effective argumentative essay

CHAPTER 3 • Introduction • Examples of Lack of Clarity • Main Causes of Confusion • Argumentative Essay • Vagueness • Vague Statements • Degrees of Vagueness • Relative Words

CHAPTER 3 • Ambiguity • • • Introduction Semantical Ambiguity Grouping Ambiguity Fallacy of Division Fallacy of Composition Syntactical Ambiguity Ambiguous Pronoun References Unclear Types of Ambiguity Making Ambiguity Work for you

CHAPTER 3 • Generality • Examples • Defining Terms • Introduction • The Purpose of Definitions • • Lexical Stipulative Precising Rhetorical

CHAPTER 3 • Kinds of Definitions • Example/Ostension • Synonym • Analytical • Some Tips on Definitions • Neutral • Clear • Writing Argumentative Essays • • Components Potential Defects in Essays Focus Stick to the Issue Arrange the Components of the Essay in a Logical Sequence Be Complete Good Writing Practices Essay Types to Avoid

CHAPTER 3 • Persuasive Writing • Introduction • Principles • • Person’s View rather than the Person Generous & Sympathetic Tone Concede that the good is good. Focus on the most important points. • Writing in a Diverse Society • • • Introduction Clarity Ethics Avoiding Gender Discrimination The Rule

CHAPTER 3 RECAP • Clarity of language is extremely important to the ability to think critically. • Clarity of language can often be lost as a result of multiple causes, including, importantly, vagueness, ambiguity, and generality. • Vagueness is a matter of degree; what matters is not being too vague for the purposes at hand. • A statement is ambiguous when it is subject to more than one interpretation and it isn't clear which interpretation is the correct one. • Some main types of ambiguity are semantic ambiguity, syntactic ambiguity, grouping ambiguity, and ambiguous pronoun reference. • A claim is overly general when it lacks sufficient detail to restrict its application to the immediate subject.

CHAPTER 3 RECAP • To reduce vagueness or eliminate ambiguity, or when new or unfamiliar words are brought into play, or familiar words are used in an unusual way, definitions are our best tool. • The most common types of definitions are definition by synonym, definition by example, and analytical definition. • Some “definitions” are intended not to clarify meaning but to express or influence attitude. These are known as rhetorical definitions. • Rhetorical definitions accomplish their ends by means of the rhetorical force (emotive meaning) of terms. • Critical thinking done on paper is known as an argumentative essay, a type of writing worth mastering, perhaps by following our suggestions.

CHAPTER 4 OBJECTIVES • Students will learn to: • Evaluate degrees of credibility • Assess whether a source is an interested versus a disinterested party • Assess claims in relation to their own observations, experiences, or background information • Evaluate a source based on veracity, objectivity, and accuracy • Evaluate a source based on knowledge or expertise • Understand the influences and biases behind the news • Become better (and perhaps more skeptical) evaluators of media messages • Limit the influence of advertising on their consumer behavior

CHAPTER 4 • Introduction • Dangers • Two Ground For Suspicion About A Claim’s Credibility • The Claim Itself • The Source of the Claim • The Claim & Its Source • Credibility

CHAPTER 4 • Assessing the Content of the Claim • Introduction • Does the Claim Conflict With Our Personal Observations? • • Observations are not infallible Observations are unreliable when conditions are poor. People vary in their powers of observations. Beliefs, hopes, fears and expectations affect observations. Wishful thinking. Biases affect perceptions. Best Source • Does the Claim Conflict With Our Background Information? • Background Information • Initial Plausibility

CHAPTER 4 • The Credibility of Sources • Interested Parties • Physical & Other Characteristics • Irrelevant Factors • Considerations • Expertise • Defined • Claims in Field • Claims outside of Field

CHAPTER 4 • Standards of Expertise • • Education Experience Accomplishments Reputation Position Disagreement Among Experts No Opinion

CHAPTER 4 • Credibility & the News Media • • • Media Consolidation of Media Ownership Government Management of the News Media Foul Ups Bias Within the Media Cable News Advice About the Media Talk Radio Advocacy TV The Internet Wikipedia Blogs

CHAPTER 4 • Advertising • Introduction • Evaluating Ads • Does this ad give us a good reason to buy this product? • Do we always know we’ll be better off with a product? • Two Types of Ads • Those that offer reasons. • Those that do not offer reasons. • Those that offer reasons. • Adds that Provide Reasons

CHAPTER 4 RECAP • Claims lack credibility to the extent they conflict with our observations, experience, or background information, or come from sources that lack credibility. • The less initial plausibility a claim has, the more extraordinary it seems; and the less it fits with our background information, the more suspicious we should be. • Interested parties should always be viewed with more suspicion than disinterested parties. • Doubts about sources generally fall into two categories: doubts about the source's knowledge or expertise and doubts about the source's veracity, objectivity, and accuracy. • We can form reasonably reliable judgments about a person's knowledge by considering his or her education, experience, accomplishments, reputation, and position. • Claims made by experts, those with special knowledge in a subject, are the most reliable, but the claims must pertain to the area of expertise and must not conflict with claims made by other experts in the same area.

CHAPTER 4 RECAP • Major metropolitan newspapers, national newsmagazines, and network news shows are generally credible sources of news, but it is necessary to keep an open mind about what we learn from them. • Governments have been known to influence and even to manipulate the news. • Sources like Wikipedia, institutional websites, and news organizations can be helpful, but skepticism is the order of the day when we obtain information from unknown Internet sources or talk radio. • Advertising assaults us at every turn, attempting to sell us goods, services, beliefs, and attitudes. Because substantial talent and resources are employed in this effort, we need to ask ourselves constantly whether the products in question will really make the differences in our lives that their advertising claims or hints they will make. Advertisers are always more concerned with selling you something than with improving your life. They are concerned with improving their own lives. • What goes for talk radio, above, also goes for advocacy television.